AC9L2AU6C01

Elaborations

• AC9L2AU6C01_E1<p>discussing aspects of their school experience, using familiar lexicalised fingerspelled signs, for example,</p><p class="ausltrans-newline">FS:MON MR SMITH GIVE PT+c BOOK THAT NEW</p><p><em>On Monday Mr Smith gave me a new book.</em></p>
• AC9L2AU6C01_E2<p>discussing opinions in pairs or in groups, using NMFs and eye gaze to gain and hold attention or to finish a turn, for example,</p><p class="ausltrans-newline">THEATRE GOOD, LONG DS:FAST-REPEAT NMF:EYES-WIDENING</p><p><em>I liked the theatre performance, but it was sooo long.</em></p><p class="ausltrans-newline">SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?</p><p><em>What did you think about the swimming carnival?</em></p>
• AC9L2AU6C01_E3<p>discussing experiences and their associated feelings, for example,</p><p class="ausltrans-newline">DEAF PERSON WILL VISIT SCHOOL PRO1 EXCITED MEET</p><p><em>I am excited to meet the deaf visitor.</em></p><p class="ausltrans-newline">POSS1 FRIEND DIFFERENT SCHOOL PRO1 SAD</p><p><em>I am sad because my friend moved to a different school.</em></p>
• AC9L2AU6C01_E4<p>comparing weekend or holiday routines, interests and activities, using signs associated with time, sequence and location, for example,</p><p class="ausltrans-newline">REGULAR SUMMER PRO1(PL) GROUP MOVE BEACH STAY WEEK(THREE)</p><p><em>We go to the beach for 3 weeks in summer.</em></p><p class="ausltrans-newline">WEEKEND PRO1 GO-TO DS:FAST-REPEAT CAMP</p><p><em>I go camping on weekends.</em></p>
• AC9L2AU6C01_E5<p>expressing preferences in relation to places or things using abstract space, for example,</p><p class="ausltrans-newline">PT+lf PAST SCHOOL OKAY PT+rt NEW SCHOOL BETTER</p><p><em>My previous school was okay, my new school is better.</em></p>
• AC9L2AU6C01_E6<p>describing relationships between members of their families or between classmates, for example,</p><p class="ausltrans-newline">PRO3 POSS1 COUSIN PRO1(PL) GOOD FRIEND</p><p><em>She’s my cousin; we’re good friends.</em></p>
• AC9L2AU6C01_E7<p>using discourse markers in conversation to indicate understanding, attention or consideration, for example,</p><p class="ausltrans-newline">SURPRISE</p><p><em>oooh</em> (with appropriate intonation)</p><p class="ausltrans-newline">INCREDIBLE</p><p><em>No way!</em></p><p class="ausltrans-newline">WOW</p><p><em>Wow!</em></p><p class="ausltrans-newline">UM</p><p><em>um</em></p>
• AC9L2AU6C01_E8<p>interviewing deaf peers or other Auslan users, showing agreement or disagreement or asking for clarification, for example,</p><p class="ausltrans-newline">PRO1 AGREE</p><p><em>I agree.</em></p><p class="ausltrans-newline">PRO1 AGREE-NOT</p><p><em>I don’t agree …</em></p><p class="ausltrans-newline">THAT RIGHT (CORRECT)?</p><p><em>Is that right?</em></p><p class="ausltrans-newline">RIGHT (CORRECT) PRO1?</p><p><em>… am I right?</em></p>
• AC9L2AU6C01_E9gaining the attention of an individual or a group, for example, by flashing classroom lights, waving tapping or pointing to alert third parties
• AC9L2AU6C01_E10<p>following protocols for interrupting conversations, for example, when to walk between signers, waiting for eye contact and pauses in signing and using language such as </p><p class="ausltrans">EXCUSE</p><p> or </p><p class="ausltrans">SORRY INTERRUPT</p>
• AC9L2AU6C01_E11<p>monitoring their own and each other’s learning, for example, by making comments such as</p><p class="ausltrans-newline"> SURPRISE KNOW-NOT PRO1</p><p><em>I didn’t know that …</em></p><p class="ausltrans-newline">THANK-YOU PRO2 EXPLAIN CLEAR</p><p><em>Thank you – that was really clear.</em></p>